VALUE AND EDUCATIONAL MEANING OF "PHILOSOPHY FOR CHILDREN"

Abstract

In this paper, the author tries to provide an overview of the educational program called "philosophy for children". It is a common intellectual practice to understand philosophy as a highly intellectual activity available to dedicated groups of people, who are usually educated and professionally profiled to practice philosophy. "Philosophy for children" problematizes such a (classical) understanding of philosophy as an esoteric, academic discipline. The possibility of philosophical research that would be accessible to younger ages and adapted to primary education is shown. This educational practice, supported by a wealth of empirical evidence and examples, not only transforms our understanding of children into classical learning theories, improves their cognitive and social skills, but revitalizes our understanding of philosophy. From the very beginning, where philosophy was nurtured, it stood in close connection with the democratic practice of communities. One way for philosophy (again) to become a matter of practice for society as a whole, and not just one of its works, concerns the possibility of establishing communication between philosophy and children as "natural" philosophers and those "on whom the world rests."